In Part 2 of this three‑part series, we focus on what happens in the moment of feedback - how preceptors connect with learners, set the scene, and coach in ways that support reflection and growth.

Joined by Dr. Natalie Kennie‑Kaulbach, we explore how small shifts - like naming that feedback is happening and clarifying its purpose - help learners understand and engage with feedback as part of learning rather than judgment.

We also discuss how readiness and psychological safety shape how feedback is received, and how creating space for reflection helps learners move from reacting to learning and planning next steps.

References:

Armson et al., “Identifying Coaching Skills to Improve Feedback Use in Postgraduate Medical Education.”  ...